CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
Has a foundational Examines concepts in
knowledge of subject subject matter and
matter, related academic academic language to
3.1 Demonstrating
language, and academic identify connections
knowledge of subject
content standards. between academic
matter academic
content standards and
content standards
instruction. 9/27/17
I have read research with
regards to teaching
content and standards
during student teaching,
but have completely
stopped since starting my
job. My classes are
aligned with CCSS
Framework and are
College Board approved
for AP. If a standard is not
met by the majority of the
class, I reteach it.
9/27/17
Applying
Understands and explains
the relationship between
essential subject matter
concepts, academic
language, and academic
content standards.
4/28/18
I have read and
understand the standards
for both of my classes.
Both my classes are on
schedule to cover all the
standards that are
required by common
core. I have attended
conferences that have
given me insight on
current pedagogy and
instructional planning for
my classes. I incorporate
academic and domain
specific language in all my
lessons. All my lessons
are taught in a successive
manner where knowledge
is built on prior
knowledge. Mini-lessons
are used to bridge the
gaps of understanding for
my students. 4/28/18
Integrating Innovating
Uses broad knowledge of Uses extensive knowledge
inter-relationships of of subject matter
concepts, academic concepts, current issues,
content standards, and academic language, and
academic language in research to make relevant
ways that ensure clear connections to standards
connections and during instruction and
relevance to students. extend student learning.
12/10/18
I have had to incorporate
a lot more ELD standards
into my teaching because
I have English Language
Learners in my class this
year. I have also met with
our EL coordinator to
make sure to front load
academic and cultural
vocabulary for every unit.
Also, I have developed
much more visually
scaffolded lessons to help
by general education and
EL students. 12/10/18
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
Has basic knowledge of Expands knowledge of
student stages of student development and
development while implements learning
becoming aware of activities in single lessons
differences in students’ or sequence of lessons
understanding of subject that addresses students’
matter. proficiencies and support
understanding of subject
Teaches subject-specific matter including related
vocabulary following academic language.
3.2 Applying
curriculum guidelines. 9/27/17
knowledge of student
development and
Provides explicit teaching
proficiencies to
of essential content
ensure student
vocabulary and
understanding of
associated academic
subject matter
language in single lessons
or sequence of lessons.
Explains academic
language, formats, and
vocabulary to support
student access to subject
matter when confusions
are identified. 9/27/17
I reteach as necessary. I
structure my class around
the latest research about
student development. I
can align my teaching
with factual, procedural,
skill, and conceptual
knowledge. I align lessons
to mastery objectives
(algebra, graphing, and
analytics).
We always answer and
speak using domain
specific vocab. If a
student uses a non-math
word, we discuss
Applying Integrating Innovating
Adapts instruction in Integrates knowledge of Utilizes comprehensive
response to knowledge of range of students knowledge of students to
student development and development into guide all students to
proficiencies to meet instructional decisions to develop proficiencies,
students’ diverse learning ensure student understand subject
needs. Ensures understanding of the matter including related
understanding of subject subject matter including academic language.
matter including related related academic
academic language. language. Engages student at all
12/10/18 levels of vocabulary,
Provides explicit teaching academic language, and
of specific academic proficiencies in self-
Provides explicit teaching language, text structures, directed goal setting,
of essential vocabulary, grammatical, and stylistic monitoring, and
idioms, key words with language features to improvement. Guides all
multiple meanings, and ensure equitable access students in using analysis
academic language in to subject matter strategies that provides
ways that engage understanding for the equitable access and deep
students in accessing range of student language understanding of subject
subject matter text or levels and abilities. matter.
learning activities.
12/10/18
Lessons are adapted to
include algebraic,
graphical, and analytical
understanding. Lessons
are connected to interests
of students. (Example:
Limits taught through
Mean Girls scene).
Instructional materials
are adjusted for specific
students. Weekly tutoring
sessions are held to meet
the diverse learning
needs of my struggling
students. Retakes are
given to ensure mastery
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

potential words that of content for struggling
could better satisfy an students. 12/10/18
answer while also
crediting the student for
their approach. If there is
ever any confusion with
regards to notation (for
example: (0,5) vs 0<x<5),
we take a moment to
discuss both styles.
9/27/17

Follows organization of Examines organization of Uses knowledge of Integrates knowledge of Uses extensive knowledge
curriculum as provided curriculum and considers curriculum and student curriculum and resources of curriculum and related
by site and district to adjustments in single readiness to organize and to organize and adjust resources to flexibly and
support student lessons or sequence of adjust the curriculum to instruction within and effectively organize and
3.3 Organizing
understanding of the lessons to support ensure student across subject matter to adjust instruction.
curriculum to
subject matter. understanding of subject understanding. 12/10/18 extend student
facilitate student
matter. understanding. Ensures student
understanding of the
comprehension and
subject matter
facilitates student
articulation about what
they do and do not
understand.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

All lessons build on
subsequent lessons.
Warm ups focus on prior
standards that will
reappear in future
lessons. All concepts
taught in the course are
continuously reviewed on
formative and summative
assessments. Mastery on
major themes is tracked
throughout the year. New
content is scaffolded by
building on
understanding of old
content. 12/10/18

Uses instructional Gathers and uses Selects and adapts a Integrates instructional Uses an extensive
strategies that are additional instructional variety of instructional strategies appropriate to repertoire of instructional
provided in the strategies in single strategies to ensure subject matter to meet strategies to develop
3.4 Utilizing curriculum. lessons or sequence of student understanding of students’ diverse enthusiasm, meta-
instructional lessons to increase academic language learning, to ensure cognitive abilities, and
strategies that are student understanding of appropriate to subject student understanding of support and challenge the
appropriate to the academic language matter and that addresses academic language, and full range of student
subject matter appropriate to subject students’ diverse learning guide student in towards a deep
matter. needs. 12/10/18 understanding knowledge of subject
connections within and matter.
across subject matter.
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
My classes focus more
closely on depth of
material rather than
breadth. Homework
assignments are short in
number of problems, but
students need to explain
the reasoning behind
their work. I use some
instructional strategies
(popsicle sticks, exit
tickets, group tasks, etc.),
but need to plan and
incorporate more into my
lessons. 4/28/18
3.5 Using and Uses available Explores additional
adapting resources, instructional materials, instructional materials,
technologies, and resources, and resources, and
standards-aligned technologies for specific technologies to make
instructional lessons to make subject subject matter accessible
materials including matter accessible to to students. 12/10/18
adopted materials, to students.
make subject matter
accessible to all Identifies technological
students resource needs. Explores how to make
technological resources
available to all students.
12/10/18
Applying Integrating Innovating
FOTIP’s requirement of
tech use in the class
combined with my new
prep (Math 2) have
created a robust bank of
lessons that help with
academic vocabulary. For
example, when we talk
about cubic units I am
now able to use Math
Link Cubes to show my
students what it means to
have 1 cubic unit.
12/10/18
Selects, adapts, and Integrates a wide range of Engages students in
utilizes appropriate adapted resources, identifying and adapting
instructional materials, technologies, and resources, technologies,
resources, and instructional materials to and standards-aligned
technologies for concept meet identified student instructional materials to
and skill development in needs and make subject extend student
subject matter. Resources matter accessible to understanding and
reflect the diversity of the students. critical thinking about
classroom and support subject matter.
differentiated learning of Assists student with
subject matter. equitable access to Ensures that student are
materials, resources, and able to obtain equitable
Guides students to use technologies. Seeks access to a wide range of
available print, electronic, outside resources and technologies through
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

and online subject matter support. ongoing links to outside
resources based on resources and support.
individual needs.

I use a variety of standard

aligned resources from
Dan Meyers, Open Middle,
Jo Bowler, Graphing
Stories, Desmos, and
more. I post these
assignments on
Schoology and give
students access through
the MS OneNote class
notebook. For extra
practice, I refer students
to Kahn academy. I also
keep additional textbooks
for every course that
contain more practice
problems for advanced
students. 12/10/18

3.6 Addressing the Is aware of students’ Seeks additional information Identifies language Integrates knowledge of Engages English learners in
needs of English primary language and describing elements of proficiencies and English English language assessment of their progress
learners and student English language culture and language learner strengths in the development, English in English language
with special needs to proficiencies based on proficiencies in listening, study of language and learners’ strengths and development and in meeting
available assessment data. speaking, reading, and content. Differentiates assessed needs into English content standards. Supports
provide equitable
4/28/18 writing. Uses multiple instruction using one or language and content students to establish and
access to the content measures for assessing more components of English instruction. monitor language and
English learners’ language development to content goals.
performance to identify gaps support English learners.
in English language
development. Creates and implements Develops and adapts Is resourceful and flexible in
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

scaffolds to support instruction to provide a wide the design, adjustment, and
Attempts to scaffold content standards-based instruction range of scaffolded support elimination of scaffolds
using visuals, models, and using literacy strategies, for language and content for based on English learners’
Provides adapted materials graphic organizers. SDAIE, and content level the range of English proficiencies, knowledge,
to help English learners English language learners. and skills in the content.
access content. 4/28/18 development in order for
students to improve
language proficiencies and
understand content.

I do not have any EL Now that I have EL

students in my classes. I students, I have had to go
had experience creating back to the ELD standards
accommodated exams and create resources to
last year, but have had no help those students. I
need to differentiate this regularly meet with my
year for EL students. EL students and talk to
Adjustments will be made the coordinator to make
as necessary when our sure they are
student population understanding the
grows. 4/28/18 vocabulary in class. One
big skill that I have
developed this year is
always making sure they
can see my mouth and I
can see them when we
are talking. It may not
sound like a strong skil,
but it is a lot easier to
identify confusion if I am
aware, they are having
difficulty processing
when I am talking. I have
also added visual
scaffolds, as well as,
language supports to
their content.
Furthermore, their
assessments are written
in a fashion that supports
their language
development. For
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
3.6 Addressing the Has an awareness of the full
needs of English range of students identified
learners and student with special needs through
with special needs to data provided by the school.
provide equitable
access to the content
Attends required meeting
with resource personnel and
families.
Learns about referral
processes for students with
special needs.
Exploring
Seeks additional information
on the full range of students
identified with special needs
to address challenges or
supports in single lessons or
sequence of lessons.
Cooperates with resource
personnel, para-educators,
and families during meetings
and activities in support of
learning plans and goals.
Seeks additional information
on struggling learners and
advanced learners to
determine appropriateness
for referral.
Applying
example, all their exams
are accompanied with
diagrams.12/10/18
Utilizes information on the
full range of students
identified with special needs
to assess strengths and
competencies to provide
appropriate challenge and
accommodations in
instruction. 9/27/17
Communicates regularly
with resource personnel,
para-educators, and families
to ensure that student
services are provided and
progress is made in
accessing appropriate
content. 9/27/17
Refers students as needed in
a timely and appropriate
manner supported with
Integrating
Integrates accommodations,
adaptations, and extensions
to instruction for the full
range of students with
special needs to ensure
adequate support and
challenge. 12/10/18
Communicates and
collaborates with colleagues,
support staff, and families to
ensure consistent
instruction. Supports
families in positive
engagement with school.
12/10/18
Initiates and monitors
referral processes and
follow-up meeting to ensure
that students receive
Innovating
Guides and support the full
range of student with special
needs to actively engage in
the assessment and monitor
their own strengths, learning
needs, and achievement in
accessing content.
Communicates and
collaborates with resource
personnel, para-educators,
families, leadership, and
students in creating a
coordinated program to
optimize success of the full
range of students with
special needs.
Takes leadership at the
site/district and collaborates
with resource personnel to
ensure the smooth and
effective implementations of
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying
documented data over time,
including interventions tried
previous to referral.
9/27/17
I have some students who
have a hearing
impairment for which I
modify instruction.
Seating is arranged in a
manner that supports the
needs of students.
Students with a visual or
hearing impairment sit
near the front. Students
who have difficulty
working with one another
are grouped separately. I
constantly look for
productivity levels in
group work and
rearrange as needed. I am
in continuous
communication with case
handlers and
instructional aids. I
provide all necessary
accommodations and
modifications. I have sat
in on IEP and 504
meetings with parents. I
have also communicated
with parents as needed.
9/27/17.
Integrating Innovating
support and/or extended referral processes.
learning that is integrated
into the core curriculum.
12/10/18
I created unique
assessments for my
students with special
needs. I accommodated
the questions, delivery,
and time and even
created unique supports
to help them during
exams. I reduced anxiety
for special needs students
by giving them extra
support during test
taking. 12/10/18
I communicated with
colleagues, SPED
teachers, and families to
create a classroom
culture that supported
my special needs
students. I created unique
rewards systems (Mario
Kart during lunch) to help
support their growth in
the class. I communicated
with families on a weekly
basis for all my struggling
students. I held weekly
parent conferences for
my classes. I had an open
dialogue with the families
of all my struggling
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

students. 12/10/18